Laura has very helpfully put instructions on her website, I can't wait to make them when I get home! warwick.ac.uk/fac/sci/math... and scroll down to "a pair of hyperbolic paraboloids".

🚨🍩 Torus alert!! 🍩🚨

No, I've got no idea whether this is true or not, sorry.

The University of Oxford is aware of the complaints. Have you approached Ofqual? ^James

You might be interested in the way the New Yorker handles this www.newyorker.com/culture/cult...

I'm imagining a number like 9.499999999997, with so many 9s in the middle that the calculator gives up and rounds this to 9.5, which begins 9.5. I've interpreted the question as being about the difference between the true answer and what the calculator says, which is probably not intended.

I don't know any procedures for this, but my answer depends on the number of digits the calculator has (my lower bound is slightly below 9.5 to allow for some tiny amount of rounding, and similarly at the other end). Am I supposed to imagine a calculator that doesn't round?

All that tech and all that prep and I still forgot to unmute myself at the start haha ^James

Thanks Emily! ^James

I'm not a primary or secondary teacher, but I'm interested in this! Why do you think the question says "on average"? The intention seems to be for children to just ignore those two words? But that bit is interesting to me because in general E(1/X) isn't 1/E(X)! Of course, KS2 kids don't know that...

Love the choice to use (2,0) instead of (1,0) and similarly on the y-axis. What changes if it's not convex? (Maybe I'm wrong, but I get the same answer in terms of a and b)

Templeton is attempting the Table Cubes activity; there are nine dice, each with four numbers written on them, and they can be arranged to show 9 times table, or the 8 times table, and so on down to the 1 times table. Activity adapted from magicmathworks.org/oldsite/exhi...

ta v cool

Exciting! Do you know how much of the £8.2m is going to support girls' mathematics education? In the video you say "part of this funding". Is it a large part?

Nice! Do you want feedback / bug reports on this web version?

Update; the Further Reading notes are now live, including links to books by Simon Singh, Borges, and Georges Perec. Also including a description of my incredibly stupid one-symbol code. Finite strings are countable, y'know... www.maths.ox.ac.uk/outreach/oxf... #MathsToday

Store of one delight : I like |z+1/z|=2, which I first saw on an Oxford Maths problem sheet courses.maths.ox.ac.uk/course/view....